• Graduate

Curriculum Requirements — Teacher of Students Who
Are Blind or Visually Impaired

Prior to Year I
Summer
SE 510:
Psychosocial Aspects of Exceptionality *  
Year I
Quarters 1 and 2
VI 532:
Psychosocial Aspects and Evaluation of Blindness/Visual Impairment
VI 535:
Literary Braille and Instructional Strategies
Quarters 3
VI 533:
Assessment and Functional Implications of Blindness and Visual Impairment
VI 538:
Assessment and Functional Implications of Blindness and Visual Impairment
Quarter 4
VI 534:
Orientation and Mobility for Teachers
VI 539:
Assistive Technology for Students who are Blind or Visually Impaired (2 day residency on campus)
VI 641:
Methods for Academic Learners who are Blind or Visually Impaired (3 1/2 day residency on campus)
Year II
Quarter 5
SE 621:
Adaptive Methods for Developing Motor Skills in Students with Health and Physical Disabilities
VI 717: 
Student Teaching and Advanced Seminar
Quarter 6
SE 623:
Positive Behavior Approaches
Quarter 7
SE 616:
Research in Special Education  
SE 537:
Introduction to American Sign Language

* For students without Special Education Coursework 

Course Descriptions  

All courses are offered in a hybrid/online format.
SE 537 Introduction to American Sign Language (A.S.L.) (3)
Students will demonstrate receptive and expressive mastery of tar-geted, context specific commands, questions, statements and dia-logue, using the manual alphabet and signing Exact English. Stu-dents will develop cross-cultural skills and understanding of the deaf community. Offered as a hybrid/ online course.
SE 616 Research in Special Education (3)
Presents an overview of research design as applicable to students with disabilities, including those with multiple and severe disabili-ties. Examines use of computer software as research tool. Students prepare either a paper based on an original research design, or a paper based on analytical/historical outline of a question or problem specific to the target population and a journal article of publishable quality based on the paper. Offered as a hybrid/online course.
SE 621 Adaptive Methods for Developing Motor Skills in Students with Health and/or Physical Disabilities (3)
Addresses the needs of students with physical and/or health impairments in order to promote optimal participation in the educational setting. Skills in positioning and physical handling techniques, methods for developing daily living skills competence, modification and adaptation of curriculum and instructional materials, and team-ing efforts with related service providers are addressed. Field experience required. Offered as a hybrid/online course.
SE 623 Positive Behavior Approaches (3)
Application of behavioral principles and paradigms utilized in the classroom including Positive Behavior Supports, Applied Behavior Analysis and TEACCH; intervention and scheduling; changing, maintaining, and transferring new behaviors. Assessing behavior in environmental context and utilizing positive practices for prevention of behavioral excesses. Field experience required.
Offered as a hybrid/online course.
VI 532 Psychosocial Aspects and Evaluation of Blindness and Visual Impairment (3)
Changing nature of population; definitions; history of services; leg-islative history; attitudes towards the blind; adjustment to blindness; effects of blindness on cognitive, physical, psychological and social development during early childhood, adolescence, transition, and adulthood; formal and informal evaluation procedures.
Field experience required.
VI 533 Assessment and Functional Implications of Visual Impairment (3)
Anatomy and development of the eye; nature and degrees of im-pairment; optical and non-optical devices for low vision; vision testing in clinical and educational settings; assessment of visual perceptual functioning; learning media assessment; functional vision assessment. Field experience required.
VI 534 Orientation and Mobility for Teachers (3)
Special skills required for successful independent travel. Skills to be stressed are concept development, orientation and spatial awareness, exploration of the environment, and pre-cane techniques. Students will participate in a variety of movement experiences using occluders which simulate both total and partial vision loss.
Field experience required as well as 2-day residency on campus.
VI 535 Literary Braille and Instructional Strategies (3)
Reading and writing of standard English Grade II Braille, using both Braillewriter and slate and stylus. Preparation of assignments in both "hard" Braille and "simulated" Braille using computer programs. The teaching of Braille reading and writing, with attention to the New York State Learning Standards for the English Language Arts. Field experience required.
VI 538 Nemeth and Other Specialized Braille Codes (2)
Continuation and reinforcement of literary Braille; instruction in reading and writing of Nemeth code for scientific and mathematical notation; instruction in utilization of Cranmer abacus for math cal-culation. Braille formatting, foreign language codes, music Braille, and computer Braille code are introduced. Strategies for Braille reading and writing instruction are further developed, with continu-ing attention to the New York State Learning Standards for English Language Arts. Field experience required.
VI 539 Assistive Technology for Students Who Are Blind or Visually Impaired (1)
Overview of assistive technology for persons who are blind or visu-ally impaired--Braille, enlarged print, speech. Lecture and "hands-on" experience with screen readers, Braille notetakers, Braille trans-lation programs, and screen magnifiers. Representatives from tech-nology companies, the American Printing House for the Blind, and local distributors will explain and demonstrate use of products and assist with instruction of selected devices and programs. Offered as a week-long, on-campus institute in July.
Offered as a week-long hybrid/online course.
VI 641 Methods for Academic Learners Who Are Blind or Visually Impaired (3)
Principles of materials development and teaching strategies for chil-dren with visual impairments and total blindness. A sampling of all K-12 subject areas is examined, and special emphasis is placed on reading readiness, reading, the language arts, and visual stimulation. Instruction in developing tactile graphics; students will create tactile graphics to enhance les sons presented in class and/or online. Stu-dents will examine means of assuring that New York State Learning Standards in all identified areas are met by all learners.
Field experience required.
VI 642 Methods for Young and/or Multiply Impaired Learners Who Are Blind or Visually Impaired (3)
Assessment and intervention strategies for working with young and/or older multiply disabled learners who are blind or visually impaired. Emphasis on developing compensatory skills in young children, and functional skills in older blind and visually impaired children with multiple disabilities; perspective is teaming and col-laboration. The New York State Learning Standards and Alternate Performance Indicators for Students with Severe Disabilities will be identified and addressed in curriculum planning.
Field experience required.
VI 717 Student Teaching and Advanced Seminar (3)
Student teaching either during the academic year, if the student is employed working with learners who are visually impaired, or dur-ing the summer. Placements will be determined in consultation with faculty. The seminar refines topics such as working with the para-educator, working with families, developing appropriate I.E.P. goals and objectives, conducting functional vision assessments, learning media assessments, transition plans, and preparing community presentations.
Childhood Education Course Descriptions
ED 520 Foundations of Education (3)
Historical, philosophical, economic and sociological trends impact-ing education and schooling in America; analysis of current issues which influence outcomes and trends in education and the role of the school in modern society. With that background, students will then turn to the ‘nitty-gritty’: diagnosis of instructional needs; plan-ning and financing educational outcomes, both long and short term; assessment and instructional strategy. Aligning strategy to different types of learners and to various age groups will be examined. The New York State Learning Standards are introduced.
Field experience required.
ED 522 Educational and Developmental Psychology (3)
Psychological principles applied to the teaching/learning process: growth and maturation of the learner from birth through adoles-cence; overview of various approaches, such as cognitive-adaptive, Piaget, Erikson, Vygotsky; factors of efficient learning/teaching; scaffolding and constructivist theory; individual differences; motiva-tion; classroom management; effective study; transfer of learning; and principles and purposes of measurement and evaluation.
Field experience required.
ED 531 Fundamentals of Literacy (3)
This course is designed to introduce students to the communication processes of listening, speaking, reading, and writing with special emphasis on information gathering, comprehension, and expression. The underlying theory of natural learning will be explored. The course will stress instructional strategies and materials required for literacy response, critical analysis, and social interaction for learn-ers. Field experience required.
ED 532 Strategies for Literacy Growth (3)
This course is designed to be an extension and refinement of the communication process involved with listening, speaking, reading, and writing as they pertain to differentiated instruction and evalua-tion for both English speakers and English language learners. Spe-cial attention will be paid to reading and writing in the content areas. Emphasis will be placed on the diagnostic/prescriptive model of reading, and students will be required to work with individual learn-ers in the assessment and remediation of reading difficulties.
Field experience required.
ED 563 Methods for Mathematics Instruction (2)
Study and implementation of instructional materials, planning, methods, and assessment procedures appropriate for teaching math-ematics to diverse learners. Focus on strategies for NYS Standards based instruction. Field experience required.
ED 564 Methods for Science Instruction (2)
Study and implementation of instructional materials, planning, methods, and assessment procedures appropriate for teaching sci-ence to diverse learners. Focus on strategies for NYS Standards based instruction. Field experience required.
ED 565 Methods for Social Studies Instruction (2)
Study and implementation of instructional materials, planning, methods, and assessment procedures appropriate for teaching social studies to diverse learners. Focus on strategies for NYS Standards based instruction. Field experience required.
ED 616 Research in Education (3)
This course is designed to assist the graduate student with the acqui-sition of the knowledge, skills and professional attitudes required to approach current research in the field of education. Through student exercises, critiques of published research, class discussions and reactions to a variety of class readings, graduate students will devel-op the skills necessary to read, interpret and critique professional literature and to begin to design their own scholarly research. Prin-ciples, problems and procedures related to planning and conducting educational research will be discussed.
ED 672 Student Teaching (3)
Supervised observation and student teaching in an approved elemen-tary school under a certified teacher. Eight weeks are spent with students in grades 1-3; eight weeks with students in grades 4-6. The student teacher gradually transitions from observation to increasing participation in, and responsibility for, planning and implementing instruction. The student teacher is responsible for maintaining a written reflective log to be submitted weekly to college supervisor and is expected to be involved in all aspects of school life relevant to instruction.
ED 673 Integrative Seminar (3)
This course, a co-requisite with student teaching, offers the prospec-tive childhood education teacher an opportunity to apply educational theory to pedagogical practice. Through structured and goal di-rected sessions, case studies and discussion, the student teacher will learn to access resources that will enable him/her to maximize chil-dren's growth and educational development within the school sys-tem. All required seminars for NYS certification will be completed in ED 673. Field experience is the ED 672 co-requisite.
SE 510 Psycho-Social Aspects of Exceptionality (3)
Introduction to the area of child/adolescent/ adult exceptionality, focusing on the educational, historical, sociological, philosophical, legal, ethical, and psychological issues involved in definition and classification. The student has the opportunity to understand his/her own feelings about exceptionality and to interact indirectly and di-rectly with exceptional individuals in schools and work sites. Field experience required.
SE 511 Strategies for the Inclusive Classroom (3)
Provides the student with a repertoire of strategies necessary for successful implementation of differentiated instruction. Designed for general education teachers who are responsible for educating all learners, including those students with exceptionalities, as well as for general educators who will be implementing Response to Inter-vention (RTI) and Universal Design for Instruction (UDI).
Field experience required.
Childhood Education/Students with Disabilities (Dual Pro-gram) Course Descriptions
ED 520 Foundations of Education (3)
Historical, philosophical, economic and sociological trends impact-ing education and schooling in America; analysis of current issues which influence outcomes and trends in education and the role of the school in modern society. With that background, students will then turn to the ‘nitty-gritty’: diagnosis of instructional needs; plan-ning and financing educational outcomes, both long and short term; assessment and instructional strategy. Aligning strategy to different types of learners and to various age groups will be examined. The New York State Learning Standards are introduced.
Field experience required.
ED 522 Educational and Developmental Psychology (3)
Psychological principles applied to the teaching/learning process: growth and maturation of the learner from birth through adoles-cence; overview of various approaches, such as cognitive-adaptive, Piaget, Erikson, Vygotsky; factors of efficient learning/teaching; scaffolding and constructivist theory; individual differences; motiva-tion; classroom management; effective study; transfer of learning; and principles and purposes of measurement and evaluation.
Field experience required.
ED 531 Fundamentals of Literacy (3)
This course is designed to introduce students to the communication processes of listening, speaking, reading, and writing with special emphasis on information gathering, comprehension, and expression. The underlying theory of natural learning will be explored. The course will stress instructional strategies and materials required for literacy response, critical analysis, and social interaction for learn-ers. Field experience required.
ED 532 Strategies for Literacy Growth (3)
This course is designed to be an extension and refinement of the communication process involved with listening, speaking, reading, and writing as they pertain to differentiated instruction and evalua-tion for both English speakers and English language learners. Spe-cial attention will be paid to reading and writing in the content areas. Emphasis will be placed on the diagnostic/prescriptive model of reading, and students will be required to work with individual learn-ers in the assessment and remediation of reading difficulties.
Field experience required.
ED 563 Methods for Mathematics Instruction (2)
Study and implementation of instructional materials, planning, methods, and assessment procedures appropriate for teaching math-ematics to diverse learners. Focus on strategies for NYS Standards based instruction. Field experience required.
ED 564 Methods for Science Instruction (2)
Study and implementation of instructional materials, planning, methods, and assessment procedures appropriate for teaching sci-ence to diverse learners. Focus on strategies for NYS Standards based instruction. Field experience required.
ED 565 Methods for Social Studies Instruction (2)
Study and implementation of instructional materials, planning, methods, and assessment procedures appropriate for teaching social studies to diverse learners. Focus on strategies for NYS Standards based instruction. Field experience required. 





 

 

 





 





 

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